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The undersigned, appointed by the Schwob School of Music at Columbus University, have examined the Graduate Music Project titled
State
and hereby
it is
worthy of acceptance.
Project:
Anjuli
Coe
Columbus
State University
Spring 2009
Table of Contents
Introduction
Beginning Teachers
Beginner Violinists
The Studio
Location
Liability Insurance
Meeting
Studio Policies
Student/Parent Contract
The Big
Picture
- What
to
Teach
Curriculum
Posture
Focus
Violin Hold
Bow
Hold
Fingering
Self-Discipline/Self-Efficacy
Lesson Plans
Student Practice Guide
What
Activity and
to
Teach
in Early
Lessons
Game
Listening Activities
Selecting Repertoire
Repertoire Sources
Administration
Payment Receipts
Progress Reports
Letters to Parents
Newsletter
Parent Conferences
Additional Research
References
'
Introduction
Beginning Teachers
In the following pages, the beginning teacher will find a guide to establishing a
meant
to
be a springboard for
developing personalized organization and teaching tools for the violin studio. Ability to
play the violin
is
not the only ingredient for a successful violin studio. Teaching the
and
how they
learn.
It
also requires a
significant
and
objectives.
Beginner Violinists
Beginner violinists
to a professional
may
trumpet player
an
elderly
woman who
learning style, physical ability, musical background, and personal history. These
With enough
dedication, practice, and creative instruction, any student can learn the basic skills of
violin playing
Students should
become
Posture
Mental Focus
Starr,
"
W.
Summy-Birchard Inc. p. 4-5 and never too old "to twinkle!" Ann Arbor, MI: Shar
Violin Hold
Bow Hold
Playing
st
1
all
whole
a
steps)
Playing
all
4 strings
On
the string
bow
rhythms)
String crossings
Theory
vocabulary)
Parts of the violin and
bow
in this text that will allow the
Activities
The Studio
Location
There are many details a teacher should take care of before beginning to teach
private lessons.
The
first
of these
is
The Home
Studio:
home
studio
is
teachers
who
live in
an accessible area. In
my experience, teaching
members who
are also
home
pets,
lessons.
Normal events
that
drama can be
The home
however,
there
is
studio
may be
many
teachers chose this location for reasons of cost and comfort. Obviously,
no fee
to teach in a
home
decor.
also has tax benefits because the teacher can deduct normal
house expenses as part of a home business. These deductions can include software,
teaching materials, books, instruments, subscriptions, and even insurance and retirement
plans.
Some
teachers are also able to deduct furniture for the studio and the depreciation
3
of their home.
In
studio,
it
is
is
It is
also a
good idea
to provide a waiting
room
for parents
to the studio
The home
studio
is
who
ju
Rented Studio:
Rooms
churches
5
.
schools, and
These types of rooms may not come with any supplies, such as music stands,
and a piano.
all
office equipment,
in,
as well
copies can be
made
Renting a studio
in their
is
who
when
setting
up lesson
rates.
Music School:
Joining an established music program provides advantages over both the
home
studio.
own
curriculum under supervision of the program director(s), and being part of a community
all
advertising, payments,
private teacher.
music
The teacher
6
is
"
For an example of a rented studio in a music store see '.vwv.atiai For an example of a rented church studio see www frcconservatc
.
v. v. v.
.^yr.v^xx^w.
House
Calls:
occasionally teach in
my
students'
calls is
very similar to
teaching in a
home
that is
studio.
When teaching
private
room
away from
distractions in the
home and
distance.
A teacher will also have to transport all supplies for the lesson.
This
is
an
to
whose home cannot accommodate lessons and who does not want
pay a
fee.
Liability Insurance
is
teaching
from a home
will probably
and they
fall
and break
if
a student
falls
and
breaks their leg this will not be covered by simple homeowners insurance since he or she a customer in your
is
home
business.
liability
home
liability
who
is
may
blame
for lack
on the
violin,
which can
liability
may
arise
from such
situation.
When
starting a
new
studio,
have found
While many
of
To
post ads for free such as music stores, message boards, craigslist.com, restaurants, realtor
community
centers,
and the
library.
A teacher can
in the
studio.
money, advertise
in the
newspaper or create a
webpage.
A teacher can also join an organization that will advertise a private studio,
them
at
Materials
Preparing ahead of time with supplies and materials will help save time and
energy for
all
involved. Here
is
a general
list
Ward,
Need.
S.
(2009).
New
York,
Home-Based Businesses
"to twinkle!"
Ann
Products Co.
p. 45,
52
Office Supplies:
Pens/pencils/markers
Colored pencils
Highlighters
a a
Receipt book
Calendar
Student records notebook
Hole puncher D
Scissors
Tape
Teaching Aids:
Fingerboard tape
Corn pads
Rulers
rolls
d
d
Empty
VHS
cases
mp3
Rubber bands
10
Foam padding
Index cards
Pictures/diagrams of violin
Toys
Rewards- candy,
certificates, stickers
Mirror
Keyboard
Copy machine
File cabinet (to file music, contracts,
Other supplies:
Band
aids
Tissues
Meeting
When a
student
is
first
thing
do
is set
up a meeting
is
student
is
to
may have
first
lesson. This is a
good time
II
instrument provider.
Below
is
a checklist of what
like to
an
initial
meeting:
to student or parents
to
read thoroughly and email or write out any questions they have for the
meeting.
Set the date, time, and location of the meeting and exchange cell
phone numbers.
student.
Go
may have
(see
if applicable,
recommended
provider.
Measure student
Provide a
list
Student Supply
Schedule the
first
12
As mentioned
list
list
and
abilities.
The following
lists
require
my
students to acquire.
Box
violin (provided
by teacher)
teacher)
Classical listening
CDs
(all
kinds)
3 ring binder
sl
Other Beginners
grade - adult)
Violin/Bow
Rosin
Shoulder
rest
Music books
D
(as assigned
by teacher)
Classical listening
CDs
3 ring binder
Metronome
Music stand
the
first
lesson,
have found
that
violin.
The
13
a collaborative project.
It
also
is
a good idea to put a prize inside the box violin that can
when
Sizing
Sizing an instrument than the instrument dealer.
a process that should be completed by the teacher rather
is
have found
prefer to size
my own
students.
When
the
jaw
in playing position
their left
arm
until
it
is
straight.
At
this point,
Some
in the
teachers size instruments by having the end of the violin scroll touch
somewhere
wrist area,
which
is
the policy
ascribe
to.
is
too large. If the scroll touches the forearm above the wrist the instrument
is
too small.
hand
10
to
make
An effective way
to
mix
the
size an instrument is to
make
wrap
their
end of the
in
scroll
When a
student falls
somewhere
between
may
cause.
10
11
As taught by Rebecca Sandrok, a string teacher in Chicago, IL. As taught by Manuel Diaz, a violin/viola teacher in Columbus, GA. Deverich, R. (2006). Choosing a Violin. Retrieved April 21, 2009, from
.
www.violinonline.com/criooseviolin.ritm
The following
is
Violin Sizes
Arm
Length
13"
in
Inches
1/32
1/16
14" - 15 3/8"
15 3/8"
1/10
-16
7/8"
1/8
%
Vi
20 3/8" 22 1/4"
-22
1/4"
y4
4/4
-23
5/8"
23 5/8"
& Up
Studio Policies
Studio policies are a document explaining expectations and rules for students and
parents in private lessons. This
document should
as
make up
dates,
and withdrawal
policies.
have
in
my own studio:
Retrieved April
2,
Anjuli
<Phone>
<Studio Location (address)>
Feel free to contact
me
Private Lessons
Pricing
week
for
4 weeks)
Payment
is
due the
first
5-week months.
Make up
up.
lessons will be scheduled for any missed lesson as long as prior notification
is
given. Last minute cancellations and absence without prior notification will not be
made
Refunds
Assessment
I
will
hours.
may
each semester,
if
requested.
House Calls
I
am
details
and arrangements.
Pricing
Same
as
prices.
Cancellation Policy
Please notify
me
at least if
24 hours
in
advance
if there is
hours in advance
Make up
lessons will
Make up
minute cancellations or absence without prior notification. Refunds will not be given
made
up.
young
students. Parents
child in order to
and guardians are also encouraged to assist students in their They will be given instructions along side their best assist them during the week.
Parents, siblings,
and other guests are welcome to observe lessons as long as they do not
Recitals
Students are required to perform in one formal recital per semester. Other concerts and
recitals
may
Optional community service concerts will be arranged around the Christmas holidays in
local nursing
homes,
hospitals,
and
shelters.
Required materials:
Violin in working condition (and correctly sized for the student) changed every 6 months to a year.
strings
must be
Violin bow-
17
supplies, strings)
strings)
Since music
is
require
my
students to
do not have a required amount of time, since it is based on With younger students I may establish a set time with
I
recommendations from
assigned to them.
try to
make
week based on
I
the abilities of
my
students. If
is
the assignment
will be left to
not
it
is
the
make
those
known
to
me
me
if
I
if
would
so
can offer
lesson.
Contracts
Establishing a contract between student and teacher
is
valuable in
many ways.
have found that having a student sign a contract places emphasis on the commitment
expected of the student in preparing for lessons.
certain time
commit
to a
amount
who choose
amount of time
in their contract
students to
commit
have found
making a commit
to a certain
IX
Always keep
in
mind
such as a parent or student loosing their job or moving, or the teacher dismissing the
student for behavioral reasons.
by
commitment
(optional). This
initial
meeting.
The following
is
a sample of a contract
Studio Contract
(name), have read and understood the studio policies
/,
and agree
to
Signed:
(student)
(parent/guardian)
The Big
Curriculum
I
Picture
- What
to
Teach
me
skills that
wanted
me to
keep everything
teach in
perspective. Following this guide or using a similar guide will help a teacher establish
w
and share these goals with students and parents. This guide can be
Violinists'
cU rriculu4,
Guide
The student
will...
means of
listener
and participant
CONNECTIONS TO OTHER
DISCIPLINES
INSTRUCTION: The
CARRER
PREPARATION:
violinists, teachers,
bow
all
combinations of
commercial musicians,
music
therapists, recording
fingerings in the
position.
technicians, and
many
will recognize
all strings,
and notate
students will
fall in
position on
ENGLISH/LANGUAGE
ARTS:
in the
expressive
literature
different meters.
communication,
Expression and Structure: Students will learn form in relation to repertoire, dynamics, tempo, phrasing, and
musical terms and symbols.
Literature: Students will play literature from a variety of
genres, students will perform solos, solos with
vocabulary, constructive
HISTORY/SOCIAL
STUDIES:
historical
Vocabulary: Students
symbols.
and
of music
literature
LIFE SKILLS:
Self-Discipline
Self-Respect
Self-Efficacy
Responsibility
MATHEMATICS:
subdivision of time into
fractions,
Time Management
Increasing Vocabulary
rhythmic
notation
SCIENCE:
acoustics and
Observing
playing,
effects
of weather on
Team Work
instrument
Public Speaking
Performing
for
music education as
listed at
www.menc.org/resources/view/national-
'
20
Posture
The
first skill
is
posture. Posture
is
arguably the most fundamental element in the rate and quality of success for a beginner
student. Posture
is
a growing field
of interest
among
on technical
4
abilities in
their students
how
she spends
that posture
is
skill to
single note
on the violin
in relation to foot
body including
left
backbone and
bow
hold, a relaxed
an element of posture because she holds that the mind and body are intricately connected
of a violinist's development.
serious injury such as tendonitis or chronic back pain, both of which plague
many
violinists.
Kempter, S. (2003). How Muscles Learn: Teaching the Violin with the Body Miami, FL: Summy-Birchard Music Kempter,
in
Mind.
S.
(2003).
How
in
Mind.
21
In light
my
Have
feet,
make
You may
also have the student stretch or stand against the wall to achieve the natural positioning of
the body.
Once
this is
while
playing position requires the feet slightly turned outward with the
left
foot placed
outward so
left
foot can be
is
more comfortable
An
is
own
variation in
what
is
is
to
make
is
comfortably as possible, with the head balanced, the shoulders relaxed, the trunk centered
over the pelvis, and the feet comfortably placed to accommodate the natural sway of the
body.
It is
is
Mental Focus
Mental focus
is
have found
that students
who can
to
mind
equipped
at
improvement
22
is
movements but
movements
consciously through signals from the brain; focusing allows a student to not only prepare
their brain
and body for a performance but also allows for a student and helpful self-evaluation of their playing.
that
16
to listen well
enough
to
form a
I
realistic
have found
when a
student can hear what they are going to play before the
bow
it
insist that
my
students stand for at least ten seconds in playing position with their
bow on
the strings
encourage them to
will sound,
how
it
then
have used
this
technique
successfully with very active and energetic preschoolers and with a high school student
with
ADHD.
In
quality sounds
made by
encourage
my
students to listen
to recordings
to
improve
their idea
Finally,
is
moment of self-evaluation.
my students to
move
to rest position.
Afterwards
have
students give feedback concerning their performance rather than immediately jumping in
It is
Kempter, S. (2003). How Muscles Learn: Teaching the Violin with the Body Miami, FL: Summy-Birchard Music.
in
Mind.
23
critique
in the lesson so
On a
side note, never allow a student to criticize their playing using negative
it
can
17
be very
difficult to
if
Remember
new
skills
my students that
body on cue and
practicing
is
to
to turn a doorknob.
At
first
the
tries to
open a
door but
fails.
Finally, the
at
a certain speed
and elevation
As an
their
activity,
have students
try
something
belly at the
same
time.
try
Then,
have them
try the
new
skill that is
communicating with
their bodies.
also
remind them
that learning
new
to the point
of a headache, but
is
paramount
in
importance
is
movements
The key
to facility
17
Starr,
W.
24
to
is to
be found
in
mind
to muscles, that
in the ability to
make
command and
Young
on one task
for long
periods of time.
believe
it
is
activities
and tasks
if the
in creative
ways
is
to
interest.
For
example,
the
goal of a lesson
how to
play long
bow
it
bow exercises
activities as
make
to
be applied as needed so
if the activities are all
there
enough variety
skill.
mind
to
engage
in,
even
who spend
so
much time
lesson that they forget to put responsibility on the student for the correction by
making
I
it
own
mistakes.
if
to focus,
you
18
Galamian,
Ruff, H. A.
I.
&
Teaching.
Ann
during free
Lawson, K. R. (1990). Development of sustained, focused attention play. Developmental Psychology, 26, 85-93.
&
in
young children
25
Violin Hold
Strongly related to posture, learning to hold the violin properly
the success of a student.
20
is
a key element in
stages of learning the instrument will save the student time from having to correct bad
habits later, as
my own experience
as a violin student.
always
this basic
neck or leaning
realize the
body has
to
accommodate
slightly unnatural
arms up
body should be as
towards the
left
if the
student
was not
heavily
tilt
shoulder and
sit
rest
with the jaw. The neck, shoulder, and jaw should not be squeezing the
it
but rather using the weight of the relaxed head and neck to secure the
much
like a
should be held parallel to the floor and positioned halfway between the center of the
chest and the
shoulder.
left
The
scroll
should point
in the direction
left
is
with the
left
Like
all
elements of posture,
have observed
is
a five step process beginning in rest position (step one). Step two takes the violin neck
straight out to the left side.
Step three
is
Starr,
W.
26
violin to
make
the button point straight up. Step four brings the violin to the shoulder and
violin.
Bow Hold
The bow should be held
equipped for the various
in a flexible
that is best
bow
I
With
my
preschool
call the
Thumper bow
hold.
Thumper's
the
teeth are
made by
is
the middle and ring finger with the index and pinky being
bunny
ears.
The thumb
Thumper's jaw
it
that is
to as a
first
middle
finger.
Thumper
bites
it
steady.
Another analogy
pool.
that
use with
my
is
is
too young to
swim
middle fingers jump in the pool, and the index finger dips his
analogy helps students visualize the positioning of the fingers on the bow.
Fingering
left
to
remember. Always
that
body posture.
have found
beginning
when
playing in tune.
make
When
&
Galamian,
I.
Teaching.
Ann
27
life
to
is
regards to positioning,
make
thumb
in line
with the index finger. The remaining fingers hover over the fingerboard in ready position
to
be dropped
at
fingers," as
strings, as
opposed
to "rocket fingers"
activities
that
my
direction without
hand or other
fingers.
to hover.
known
in the violin
world as
first finger.
mark
have students
start
on an
open
string pitch
re."
is
that takes
is
once the
student can sing the pitches and find those pitches with relatively accurate intonation,
may add
necessary,
six
months
my
students can
also
remove tapes
earlier if
is
on the
tapes.
may
not need
28
tapes or
may
may need
Self-Discipline/Self-Efficacy
who
(also
known
more
violin.
A student who
is
may end up
giving up and
is
skill that
parents to the younger students. Teachers should explain to parents that they should help
with practice, but should also give the student gradually increasing amount of
responsibility in
As
discussed in the sections before, the ultimate goal of the teacher should be to train
strive to give
my
29
Lesson Plans
Most of the
private teachers
have found
framework necessary
I
to
smoothly transition
that
between
students
skills
many
work
and have more productive practice time when they have a pre-set
goal or objective, rather than just playing what they have been working on and getting
new
assignments.
appropriately.
difficult to
accomplish
in the
designed for
my own
removing
flexibility
30
Lesson Objective
In this section the teacher identifies the
Teacher Preparation
This section
is for
What is it that the student should know? What skills should he learned? What questions should he
answered?
etc.
Opening
Activity
Instead ofjust jumping right into assignments, start with an activity such as
listening
violin, violin.
Assess
and moving,
spelling
or echoing different
the opening For example: Did the student echo hack the right rhythms? Did the student move to the beat? Basically, did learning occur?
activity.
Technique/Warm-up
Even
the youngest students should have
warm-up activity that represents stability and procedure in their practice and lessons. This is where scales, etudes, bowing
exercises, etc. are listed.
Comments/Assessment how the student did while performing their warm-up and technique. For example: Did the student focus during warm-up? Was there improvement in
Assess
technique?
Assess review.
from the
Comments/Assessment Was there improvement last lime this was performed in lesson? Did student practice review
material?
New
Repertoire
list
Comments/Assessment
the piece
In this section,
you are
any
specific things
on
preparation?
Assignments
Simply copy student assignments for next week in this section so you have a record of what to plan around for the next lesson.
Weeklv Evaluation
Give your student an evaluation of overall
preparedness, focus and improvement in
lesson,
and behavior.
31
Each week
provide
my
them
know what
is
is
expected
at the
guide allows space for assignments and teacher instructions as well as a place for students
to log practice time.
in
each student's
notebook. For younger students, making a check or x marking under days practiced
suffice but older students should log the
may
amount of time
it
should say
0" or
min.
etc.
as a template.
32
Violin Assignments
Date:
Warm-Up
Technique
Review
New
Repertoire
Other/Listenine Loe
33
What
to
Teach
in
Early Lessons
are
The following
my
first
eight or so
The suggestions
are
meant
lesson topics and objectives that have an age appropriate flow and sequence.
When
in
many
activity
the lesson plans provided above, and be sure to allow adequate review and practice time
when
paces,
a student
is
learning a
new
skill.
at different
some of these
completed
in
lessons
may be expanded
may
be
easily
one lesson.
Preschool-Kindergarten:
In
is to
and weekly practice time. These students are probably too young
remember
the details of what they are supposed to practice, especially during the
first
few
weeks, so they need their parents to remember for them. The basic
are focus, posture
and
how to
first
make time go by
in
music/
The
First
Lesson:
z3
Slone, K. C.
985). They
're
rarely too
Ann
Products Co.
~J
p.
8-22
Instructions for
making a box violin: taken from Emily Williams, a Fill an empty VHS case with tissue Cover with shelf liner (preferably faux wood)
violin/viola teacher in
Wheaton, IL
34
Explain
how
student will graduate into real violin once they have learned
to hold their
box
violin correctly
24
in rest position
and
to stare at
on foot
watching a specific object several times a day (one time for each year of
child's life)
lesson
to take
home
rest
on
violin if needed
violin,
Have
music
on object and
listening to
Teach child
how to remove
violin
in rest
Instructions for
Emily Williams
24
by tracing each student's feet on a large piece of poster board in rest position and playing position (one on top of the other). The goal is to show students where their feet should be when resting and playing.
1
make
foot charts
35
and resting position, hold violin under chin while listening to music for as
many
Have
student pick up
bow and
adjust their
bow
like a
practice
bow
like a
Rocket"
Check
resting
Have a focus
activity
like a
Rocket"
left
hand
activities)
bow hold,
review
"Up Like
The
Fifth Lesson:
36
Have
Have Have
student air
bow
student air
bow rhythms on
violin
and
listen to longer
Have
Practice Assignments:
Have
student
warm up
with
"Up
like a
Rocket" and
"Finger Taps," practice bowing rhythms on their box violin, have student
practice walking around the house with violin under their chin.
lesson
left
hand
activities)
Secure posture,
violin hold
Review
all
previous lessons
Introduce modified
bow and
violin hold
on
real instrument
Review previous
skills learned
on
real instrument
37
Continuing Lessons:
skills,
Have
students begin with playing rhythms, long and short notes on the
A and
strings.
Teach fingerings
for the
A and E string.
and
G strings to
scale.
their repertoire.
Develop aural
skills in
Elementary:
is
the
most
common time
parents and
why
they wait so
long to
most
common answer
,d
have received
is
show personal
or 4
th
believe they are ready to take on the responsibility of learning to play an instrument.
During the
first
continue to
involve parents.
detailed updates
provide
on
my expectations and
conferences
students,
at least
my experience with
elementary aged
their
school experiences, so a private teacher should help in establishing a routine within the
lessons.
who
or bored
when
first
To
38
frustrating situation,
fill
games and
them engaged
2^
in learning
music
The
First
Lesson:
for resting
age)
Teach
a
Practice Assignments:
Work on moving
lesson
Have
violin
first
sounds on the
E and
A strings
Play rhythms on
string,
Add rhythms on A
string,
"to twinkle!"
Ann
Products Co.
p.
22-27
39
Review
violin
and
bow hold,
practice rhythms
on
and E
string
short notes
on E and
Work on
E and
A strings separately
string crossings
Work on
between E and
on E
practice string
The
Fifth Lesson:
first
finger
on E and
bow
Teach "Colors" (see
a
left
hand
activities)
Practice Assignments:
first finger,
memorize
40
lesson
Work on
left
hand
activities)
away from
the
first)
Teach
Practice Assignments:
A major
scale
Teach
different
ways
Teach
first
Practice Assignments:
scale,
practice piece
Continue work on
first
piece
Practice Assignments:
Continuing Lessons:
Add more
add more scales
activities,
on the
and
strings,
many
skills
and
sight reading.
41
Jr.
many
may
should
still
be encouraged. Teachers should be honest about the work and time involved should discuss this with students regularly.
lessons, not realizing
teenage students
who began
how much
the pace of
their progression.
activities
The
First
Lesson:
rest position,
violin hold
practice
bow
hold
lesson
Have
student
make
first
string
42
Have
student play note durations the teacher draws on dry erase board on
string
Practice Assignments:
Memorize note
string
A string A
string
Have
E and A
repertoire bibliography)
left
hand
activities)
short notes
on the E
string
A string.
rhythms assigned on
A and E strings.
A strings
A
staff
Teach the
sl 1
finger
on E and
Have
violin
left
hand
activities)
st
1
finger in tune
43
The
Fifth Lesson:
Continue
st
finger
rd
work
Add
nd
and 3
fingers
Teach
major scale
starting
on open
Practice Assignments:
Work on
lesson
Teach
different
ways
to play
and speeds)
Continue work on
first
piece
activities
Practice Assignments:
D d
practice
new piece
44
Add new
repertoire
Continuing Lessons:
and
string,
add new
sight reading.
Adult:
to the
and
well and
many gave up
few months
for lack
of time. This
is
an important
to set a required
practice hours. Adult students probably will not need fun activities to keep their interest
still
be presented in an interesting
way and
assign
many
and
skill
move much
I
faster than
repertoire.
have found
instead.
strongly
recommend using
the Nicholas
sources). Encourage adult students to listen to music that includes violin playing while
driving or at
home and
list
to
the assignment.
The
First Lesson:
45
Violin hold
Memorize
and
bow hold,
music
recordings
lesson
A and E
Teach note durations, have student play note durations requested Teach the location of A and E on the
different durations
staff,
A and E with
A and E
strings (see
Practice Assignment:
music recordings
Teach playing on
46
D and G
strings
all
4 strings
lessons
Add
the
first
finger to
all strings
staff
first
fingers
lessons
The
Fifth Lesson:
Teach the 2
nd
finger
on
all strings
G# on the
n
staff
and 2
fingers
material
lesson
Teach the
rd
finger
on
all strings
A on the staff
47
all
notes learned
Practice Assignments:
Work on new
piece
Continuing Lessons:
Add more
repertoire
Activity
and
Game
In
my
When
mind
the interests and learning style of your student. For example, if your student
responds well to visual cues, include activities that use visuals or that has students
reading or writing. If your student
is
more of an
is
them engage
in a lot
of
movement
entire lesson. If
there are
many
is,
best.
to
They
by
difficulty.
The
Hand Activities - for the development of the bow hand Hand Activities - for the development of the fingers Movement Activities - for the development of musicality and coordination Listening Activities - for the development of the ear Theory and Sight Reading Activities - for the development of the mind and eye Other Activities - for fun and reinforcement
Right
Left
4X
Right
Hand
Activities
Up
like a
Rocket
Skill:
Developing the
bow
hold
bow
that is designed for the
This
is
bow exercise
bow
your
bow hand
at
bow
up.
The bow
Up
like
a rocket (move
the rain
bow
(move bow back down to starting point) Back and forth like a choo-choo train (move bow back and forth in a smooth motion) Round and round and round like the sun (move bow in 3 large circles) Up on your head, curve your pinky and thumb! (place frog on top of head, keeping the
stick straight
Down like
bow hold) 26
Bumper Thumb
Skill:
Ages:
Any
Materials: Violin
bow
this activity to teach students to
developed
maintain a correct
bow
hold, touch
thumb knuckle
to various parts
opposite elbow,
etc.
by Suzuki method
teachers,
unknown
origins
49
Placing the
bow on
the strings
Ages:
Any
bow
to string
at
of the
bow
(tip,
Rock
n' Roll
Ages:
Any
bow
n' roll"
between designated
strings without
making a sound.
See
Saw
Playing string crossings
Skill:
Ages:
Any
bow
Have
Start
move
crossing between
E and
G.
29
GA
GA GA
50
Left
Hand
Activities
Finger Taps
Dexterity in fingers
Skill:
Ages:
Any
None
this left
Materials:
developed
to
me
by several of my
own
moving
their
fingers independently.
Have
students hold
arm up
as if they
were holding a
to their
violin, with
set
number of times
thumb.
more
to
in different
positions. This exercise not only teaches finger independence but builds the technique
ability
of moving the fingers from the base joints. This activity can build upon
itself by
having students strengthen their fingers and striking their thumb or strings with enough
force to
make
a sound.
Colors
Fingering combinations
Skill:
Ages:
Any
None
in a
Materials:
YELLOW
23 4 =
BLUE
12 3 4
RED
12 34
GREEN
1234 =
ORANGE
can identify half and whole step combinations,
in
Using
move
their fingers to
See the
Skill:
Little
Monkey
Age: Preschool-Elementary
Materials: Violin and
bow, song
text
Have
the student sing the song while fingering the notes, and then have student
See the little monkey (open A) st Climbing up the ladder (1 finger on A) nd Climbing way up high (2 finger on A) r Pick a pink banana (3 finger on A) rd See the little monkey (3 finger on A) nd Climbing down the ladder (2 finger on A) st Climbing way down low ( finger on A) 3 Eat a pink banana (open A)
'
Walking Up and
Skill:
Down the
Stairs
30
Based on fingering
This
activity taught
in
Wheaton, IL
game was
GA
52
Ages:
Any
bow
on teaching the
lh
developed
A major scale.
Have
the
st
rd
fingers.
stairs:
th
,
rd
nd
,
st
open.
Running Up and
Skill:
Down the
Stairs
Ages:
Any
bow
the
This activity
is
same
as
"Walking Up and
Down the
tempo. This activity can be done with slurs or separate bows to teach coordination
between
fast fingers
and
fast or
slow bow.
Skipping
Skill:
Up and Down
the Stairs
rd
Ages:
Any
bow
and finger independence.
developed
Have
on different
strings.
Open, 2
st
rd
,
nd
,
th
,
nd
,
rd
,
st
nd
,
open.
53
Playing the 2
nd
finger in
st
finger
Ages:
Any
bow
"Hot Cross Buns"
starting
Have
on a high 2
nd
nd
finger,
starting
on a low 2
finger.
32
I
also
when
Movement
Activities
None
I
found
it
also
works well
violin, posture,
and moving
to the beat.
Have
let
Add music
for variation.
Move
Skill:
to the
Beat
Ages:
Any
Music recordings
Materials:
GA
54
learned this activity from teaching general music in elementary school. Playing
move
in
some way
Movements
Listening Activities
Visit
Skill:
Ages: Preschool-Kindergarten
Materials:
violin
Elmo's house
Monster's house
is
up high
on the
violin),
and Cookie
down low
(the
violin).
who
is
on the direction
of the scale
33
.
Rhythmic Words
Skill:
Creating rhythms
Ages:
Any
None
Materials:
designed this activity to teach students rhythm. Give students examples of how
to turn familiar
words or phrases
This
GA
55
move on
to other categories
Open
Skill:
String
Memory
Ages:
Any
bow
game
to teach
developed
this
my
is
looking.
Active Listening
Listening to music
Skill:
Ages:
Any
This activity
is
based on
many
activities
homework
or an in-lesson
activity.
listen,
draw
contours of what they hear in the music, and identify simple forms.
56
Activities
Skills:
Ages: Preschool-Elementary
Materials: Pie pan, fruit die-cuts or toy fruit
fruit
GRAPE
= AP-PLE
Triplet
= STRAW-BER-RY
sixteenth-notes
Group of four
= HUCK-LE-BER-RY
= GOOSE-BER-RY
in
Note
that these
Suzuki method
book
"Twinkle Variations."
This activity can be done in various ways, and more complex rhythms can be
added once these basic rhythms are learned. Begin by having the student clap or play
each rhythm until
it
becomes
familiar, then
their
own
pie out of
You can
and
have the student play rhythms as they are removed from the pie/
Words
M.
(1992). Music
57
Skill:
Reading rhythm
Ages:
Any
This
is
the popsicle sticks to create various rhythms (one popsicle stick for a quarter note,
two
etc.).
Have
their
own
activity
ta, ti-ti)
1,
2&).
Musical Math
Skill:
Prepare a worksheet of math problems using note durations rather than numbers.
Begin with simple addition and subtraction, move on to division and multiplication.
36
Activity based on "Blue Jello" rhythm dictation activities from Yurko, M. (1992). Music Mind Games. Miami, FL: Warner Brothers Publishing, Inc., 81-85.
36
See Adair, A.
J.
(1884). Ready-To-Use
Inc., 72.
Music Activities
Kit.
Publishing
Company,
58
Other
Activities
Error Hunt
Skill:
Ages:
Any
bow
proper playing position and posture. Have
gets into playing position with
developed
The teacher
some
an incorrect
bow
etc.
Have
all
the
errors.
Then, give the student a turn to provide errors that the teacher will
find.
Finish the
Song
Skill:
Repertoire
memory
Ages:
Any
bows
familiar piece and stops after a
few
measures or phrases, the remaining participant completes the piece starting where the
first
person stopped.
37
Age: Preschool-Elementary
Materials: Student and teacher violins and
'
bows
59
MacDonald Had
there a
to
Draw
Skill:
a Violin
Ages:
Any
developed
that
at
a picture or
diagram
violin
some one
else created
Have
the student
draw a
and
bow and
on each.
Activity Sources
Ready-To-Use Music
Author: Audrey
J.
Activities Kit
Adair
Company,
Inc.:
West Nyack,
NY
Date:
884
Designed for older elementary to high school students, these theory worksheets
homework
or an in-lesson activity.
The worksheets
as,
reading the
staff,
intervals,
training.
GA
60
A Galaxy of Games
for the
Music Class
Gwen
Hotchkiss
Inc.:
Company,
West Nyack,
NY
Date: 1975.
Though designed
for the
this
book
is
an extensive
source of games and activities that can be used in a private lesson setting as well as a
group
setting.
game
The categories
are:
Games
for
for
Reading and
Writing Rhythm,
Notation,
Games
for
for
Games
Ear Training,
Games
for
Composers and
Literature,
Games
for General
Inc.:
Miami, FL
Date: 1992
to teach
music theory
in a
pre-K
lh
to
grade
in this
book
utilize
many of the
that are
such as the
61
music alphabet,
line
dictation, note
and
scales,
"Musopoly"
(a musical
private teacher
make
They're rarely too young and never too old "to twinkle
Author:
!"
Kay
Collier Slone
Date: 1985
This text was written as a supplementary guide to Suzuki violin teachers working
It
game
ideas for
both private lessons and group lessons that are age appropriate for preschool thru early
elementary students.
Selecting Repertoire
Repertoire Sources
list is
moving
62
Performing Repertoire:
& Piano
Miami, FL
Date: 1942
Though an old
first
position but
styles that
make them
appropriate for
more advanced
WI
Date: 1907
at
exercises on open strings and slowly adding each finger on each string.
The method
is
great for teaching sight reading and for introducing the fingers one at a time.
The method
is
63
Mel Bay
MO
Date: 1997
The
violin
part
is
the
melody while
solo.
harmony, so
the violin
performed as a
available.
Overture by Rossini.
Fiddle
Rhythms
CA
Date: 1992
This source
is
First
Things
First
S. Frost
CA
Date: 2000
64
A collection of original
solo. This
on
all
hand
activities).
Mel Bay
MO
Date: 1985
in first position,
not a source for early pieces but can be used after a few
months.
Solos for
Young
Violinists
Summy-Birchard,
Inc.:
Miami, FL
Date: 1997
This six volume collection quickly advances beyond beginner level in the
first
first
to this collection.
The
classical
arrangements are readily enjoyed by students of all ages. Piano accompaniment and
listening
CDs
Volume one
also includes
st 1
position scales as
65
Summy-Birchard
Inc.:
Miami, Florida
Date: 1978
Created for use in Shinichi Suzuki's highly successful violin method, these books
are used
by thousands of teachers around the world and have become the standard
is
in
education in the Suzuki method, one does not have to be a Suzuki teacher to use the
method books
The
all
the skills necessary to play the violin in a graded progression starting with Twinkle,
Twinkle
Little
E minor,
Op. 64.
all
The most
recent edition
available separately.
Technique Repertoire:
Easiest Elementary Method, Op. 38
Author: Wohlfahrt
Publisher: G. Schirmer, Inc.: Milwaukee,
WI
Date: 1967
this
time proven
66
graded lessons begin with open strings and add fingers gradually. The book also includes
simple scales with teacher accompaniments.
Author:
J.
Hrimaly
Music Library:
New York, NY
Date: 1900
all
st
position and
moving
up
to
P -5
l
position.
The
st
position
scales
1,
Part
WI
Date: 1933
Part
of Op.
first
position.
Though normally
used as mechanical exercises for intermediate to advanced students, a beginner can learn
important fingering skills from the earlier exercises. The exercises cover
finger combinations in first position
all
the possible
on the
violin in the
WI
67
Date: 1967
The
first
volume of this
The
first
section of this
volume
is
on
all strings.
Administration
In addition to teaching duties, administrative duties are also a part of a violin
The following
duties are a
list
Payment Receipts
Keeping payment receipts are not only important for
filing taxes, but
I
also use
them
to
it
is
misplace a check. Payment receipt books can be purchased from an office supply store or
created as a Microsoft Excel or
Word document. On
date.
the receipt,
list
if money is carried
over
money
is still
owed.
Progress Reports
each lesson. Consistently maintaining these records each week will provide a concrete
record that
is
and provided
to students
and
68
parents.
called.
Letters to Parents
An
initial letter
should be sent
at the
studio policies and schedule of holidays. This letter serves as a reminder for parents and
In
my
success because their involvement and support encourages the student to succeed.
through email or
letters sent
with
Parent Conferences
If
may be
scheduled.
is
to find
ways
to stop inappropriate or
making an
unexpected phone
call, talking
may be
come
in
on another day.
69
Newsletter
keep up with
upcoming concerts
and
even a featured
violinist or
own
articles or art
work
for the
newsletter.
Additional Research
A professional teacher is one who is not only proficient in his subject, but one
who
continually seeks to develop his skills and understanding in the field of education.
in the field
of pedagogy
education related magazines. These will provide regular reminders to expand ideas and
teaching methods. In addition to reading published articles, online databases are
available to search unpublished theses, doctoral dissertations, and
more on
the subject of
string
pedagogy. There are also hundreds of books relating to the subject that can be
to teachers.
immensely helpful
One should
take the information provided in these pages and expand the ideas to
styles
is
only a starting
Some of the
may
not be
70
useful to
some
away
is
that teaching
71
References
Adair, A.
J.
( 1
884).
Kit.
Athey, M.
& G.
Hotchkiss. (1975).
Class.
West
Young
Violinists.
Inc.
Galamian,
I.
&
Teaching.
Products Company.
Halle, R. (1942).
& Piano.
Publishing Corporation.
Hrimaly,
J.
Kempter,
S. (2003).
How
in
Mind.
Practical
Method for
Violin.
Redfearn, B. (2005, July 12). 7 Benefits of Working At Home. Retrieved April 21, 2009,
& K. R.
in
Schradieck, H. (1967). The School of Violin Technics. Milwaukee, WI: G. Schirmer, Inc.
Sevcik, O. (1933). School of Violin Technics, Op.
Slone, K. C. (1985). They rarely too
Inc.
're
Ann
72
Violin. Pacific,
Publications, Inc.
Starr,
W.
Starr,
W.
& C.
Starr. (1983).
Knoxville,
Steinschaden, B.
TN: Kingston
& H. Zehetmair.
(1985).
& K.
MO: Mel
Bay
Publications, Inc.
Ability
Development Associates,
Ward,
S. (2009).
Inc.
Businesses Need.
9,
Yurko, M. (1992). Music Mind Games. Miami, FL: Warner Brothers Publishing,
Inc.